This activity works nicely as a first introduction to openness and open source software.

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This activity works nicely as a first introduction to openness and open source software. It is intended to be a homework assignment and will provide the necessary background for an in-class discussion on open source concepts.

=== Directions: ===

=== Directions: ===

Revision as of 19:16, 20 August 2016

Title

Understanding the 'Open' in Open Source

Overview

The student will explore the meaning of 'openness' from a broad perspective and be introduced to the idea of a humanitarian free and open source project (HFOSS).

Prerequisite Knowledge

None

Learning Objectives

The student will understand the difference between open source and proprietary software; understand how open source principles apply to other groups; understand the difference between a FOSS and an HFOSS project.

Background:

This activity works nicely as a first introduction to openness and open source software. It is intended to be a homework assignment and will provide the necessary background for an in-class discussion on open source concepts.

Directions:

Use the Web resources provided (and links from these pages) to answer the following questions. Your answers must be typed and can be in MS Word, pdf or rtf format. All answers should be formed using complete sentences and should be in your own words (do not copy and paste answers from the websites provided).

Open source software is important to everyone, even if you are not a programmer. Give two examples that show how open source software benefits someone other than a programmer.

Give two examples that explain why programmers prefer using open source software.

The ‘free’ in free and open source software doesn’t mean free of charge. This is only one of the misconceptions many have about free and open source software. Briefly describe the 6 misconceptions (click the common misconception link).

Provide a response to the author’s stance that HFOSS “can increase engagement, provide a purpose for learning.” Do you agree or disagree? Please provide a compelling argument as to why you agree or disagree.

Deliverables:

The document containing the answers to the questions.

Assessment:

How will the activity be graded?

How will learning will be measured? Ideally, there should be a way to measure each of the objectives described above.

How will feedback to the student be determined?

Include sample assessment questions/rubrics. Feel free to indicate that the activity itself is not graded, however it would be helpful to include any questions that might be used at a later date to interpret learning, for example on a quiz or exam.

The form of the assessment is expected to vary by assignment. One possible format is the table:

Criteria

Level 1 (fail)

Level 2 (pass)

Level 3 (good)

Level 4 (exceptional)

Criterion 1...

Criterion 2...

Comments:

What should the instructor know before using this activity?

What are some likely difficulties that an instructor may encounter using this activity?

Additional Information:

ACM Knowledge Area/Knowledge Unit

What ACM Computing Curricula 2013 knowledge area and units does this activity cover? ACM_Body_of_Knowledge